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The current study investigated Jordanian teachersu0027 perception on the impact of flipped learning on studentsu0027 learning, teachersu0027 role, and challenges facing its implementation. Teachersu0027 perceptions were investigated in respect to their sex, experience, and teaching subjects. Participant in the study were all the (126) teachers who had already implemented flipped learning and they were considered innovative in their schools as they were the first to implement flipped learning in their teaching practices in Amman, the capital of Jordan. All participants filled teachersu0027 perception on flipped learning questionnaire, which consisted of (37) items in three dimensions: flipped learningu0027s impact on studentsu0027 learning, teacheru0027s role, and challenges to its implementation. The study was conducted during the second semester of the academic year 2018/2019. Means, standard deviations, MANOVA, and Scheffeu0027s test were used to answer the research questions. The results of the study showed teachersu0027 overall positive attitude toward flipped learning model believing that it improves student learning and transforms teachersu0027 role. Additionally, the results showed that female teachers had stronger views that flipped learning improves studentsu0027 learning, transforms teachers’ roles in the classroom, and faces challenges.

Teachers' Perceptions on the Impact of Flipped Learning on Student Learning and Teacher's Role in Jordanian Schools